The Casual Factor Models of Mathematics Learning Achievement

Abstract

The objectives of the study were. 1) to find the correlation among achievement motivation, attitudes towards mathematics, educational support from parents, teacher’s teaching quality and classroom atmosphere with mathematics learning achievement. 2) to develop and verify the validity of the factor-influencing model which has an influence on the achievement of mathematics learning, and 3) to study the direct and indirect influences of factor model variables influencing mathematics learning achievement of Mathayomsuksa 3 students under the Secondary Education Service Area 32. Samples were students in Mathayomsuksa 3 under the Secondary Education Service Area 32. 690 samples were collected using Multi-Stage Sampling. The tool used in this researchdwas a 5 level rating scale questionnaires which was divided into 5 parts. The data were analyzed using basic statistics and the Mplus program was used for Structural Equation Model analysis. The results of the research were as follows 1. The relationship among the mathematics learning achievement was positively correlated with the variables including achievement motivation, attitudes towards mathematics, educational support from parents, teacher’s teaching quality and classroom atmosphere. 2.The factor model influencing the achievement of mathematics learning of Mathayomsuksa 3 students under the Officeof the Secondary Education Service Area 32 correlated with empirical data in which all statistics used passed all criteria with statistic shown as follows; X2=133.139, df=108, P = 0.051, CFI = 0.993, TLI = 0.992, RMSEA = 0.018, SRMR = 0.030 and X2 /df = 1.231 3. The variable that had direct influence on mathematics learning achievement was attitudes towards mathematics. The variables that had indirect influence were achievement motivation, educational support from parents and classroom atmosphere while teacher’s teaching quality had both direct and indirect influence on mathematics learning achievement.

Keywords

• factor model
• learning achievement
• nathematics